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As atuais políticas educativas reivindicam a inclusão como princípio orientador, no pressuposto de que todas as crianças e jovens têm capacidade de aprendizagem e de desenvolvimento educativo e de que cabe à escola garantir a cada um o acesso aos apoios de que necessita para desenvolver o seu potencial de aprendizagem e desenvolvimento. Esta orientação implica a ação da escola no currículo e nas aprendizagens, cuja operacionalização exige racionalidades distintas, coloca desafios paradoxais às estruturas de gestão pedagógica e curricular e está na base de diversos processos de coordenação do trabalho docente e diferentes interações entre os professores. O nosso estudo visa identificar estas interações no âmbito do grupo disciplinar, distinguir as que se orientam para a gestão curricular e para a melhoria do desempenho profissional, reconhecer práticas de liderança e compreender as condições de possibilidade para o grupo disciplinar se afirmar como uma comunidade de prática profissional. Neste estudo de natureza qualitativa, recorremos à análise dos documentos produzidos na escola e no grupo disciplinar de Matemática de uma escola básica e secundária do distrito do Porto nos anos letivos de 2018-19 e 2019-20, bem como à auscultação dos seus professores através de um inquérito e de um focus group. Esta comunicação identifica níveis e estruturas de gestão da escola e resptivo plano de ação estratégica, distingue funções administrativas desempenhadas no do grupo disciplinar, problematiza a relação aí estabelecida entre tradição e inovação e situa o trabalho colegial dos professores entre o já instituído e a instituição coletiva das novas medidas.
The current educational policies claim inclusion as a guiding principle, on the assumption that all children and young people have the capacity for learning and educational development, and it is the responsibility of school to guarantee each one access to the support they need to develop their potential of learning and development. This orientation implies the focus of the school’s action on the curriculum and on learning, whose operationalization implies different rationales, puts paradoxical challenges to the structures of pedagogical and curriculum management and is at the basis of various processes of coordination of teaching work and of different interactions between teachers. Our study aims to identify professional interactions carried out within the disciplinary group, to distinguish those aimed at curriculum management and to improve professional performance, to recognize leadership practices and to understand the conditions that enable the disciplinary group to assert itself as a community of professional practice. In this qualitative study, we used the analysis of documents produced in the school and within the Mathematics disciplinary group of an elementary and secondary school in the district of Porto in the school years 2018-2019 and 2019-2020 and the auscultation of its teachers through an inquiry and a focus group. This communication identifies levels and structures of school management and strategic action plan, distinguishes administrative functions performed within the disciplinary group and discusses the relationship established there between tradition and innovation, and situates the collegial work of teachers between what has already been instituted and the collective institution of the new measures.
The current educational policies claim inclusion as a guiding principle, on the assumption that all children and young people have the capacity for learning and educational development, and it is the responsibility of school to guarantee each one access to the support they need to develop their potential of learning and development. This orientation implies the focus of the school’s action on the curriculum and on learning, whose operationalization implies different rationales, puts paradoxical challenges to the structures of pedagogical and curriculum management and is at the basis of various processes of coordination of teaching work and of different interactions between teachers. Our study aims to identify professional interactions carried out within the disciplinary group, to distinguish those aimed at curriculum management and to improve professional performance, to recognize leadership practices and to understand the conditions that enable the disciplinary group to assert itself as a community of professional practice. In this qualitative study, we used the analysis of documents produced in the school and within the Mathematics disciplinary group of an elementary and secondary school in the district of Porto in the school years 2018-2019 and 2019-2020 and the auscultation of its teachers through an inquiry and a focus group. This communication identifies levels and structures of school management and strategic action plan, distinguishes administrative functions performed within the disciplinary group and discusses the relationship established there between tradition and innovation, and situates the collegial work of teachers between what has already been instituted and the collective institution of the new measures.
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Colegialidade docente Liderança escolar Inovação pedagógica Desenvolvimento profissional Teaching collegiality School leadership Pedagogical innovation Professional development